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The application window for the 2018-19 schedule of Liberty Fund/TAH.org co-sponsored weekend colloquia will be open from 18-26 January, with six programs from which to choose, scheduled from August 2018 through April 2019. Priority will be given to current high school American History and/or Government teachers; however, all teachers who did not attend a weekend colloquium during the 2017-18 school year are eligible to apply. This year’s programs are…

Presidents and the Constitution: James Madison, 17-19 August 2018, Montpelier, VA

Presidents and the Constitution: George Washington, 28-30 September 2018, Valley Forge, PA

From 3-5 November, TAH.org hosted 18 teachers from across the country in Nashville, TN, for a Liberty Fund co-sponsored colloquium on Andrew Jackson. Meeting for six 90-minute discussion sessions throughout the weekend, the teachers studied Jackson’s public life, with an eye toward seeking to describe and make sense of his political philosophy and how and why he sought to change American politics of his day.

Of special consideration was his role as something of an avatar for his age – the only era of American history named after a single person – and how his views shaped his politics, and how his politics changed America, giving the country its oldest political party – the Democrats – and elevating the cause of the ‘common man’ to being on par with what had up to that point been a rule of mostly Virginia planter elites. This American populism has continued to shape our politics, policies and institutions to this day.

TAH.org and Liberty Fund co-sponsored a weekend colloquium in Springfield, Illinois, October 13-15. 17 teachers from across the country gathered to study the public life of Abraham Lincoln, working through a collection of documents that spanned from his first run for state office, to Frederick Douglass’ memorialization of him in 1876. In addition to the six discussion sessions, teachers visited both the Lincoln home and presidential museum.

15 teachers gathered in Charlottesville, VA, to discuss Thomas Jefferson through a collection of documents spanning most of his public life, and visit historic Monticello. Professor Todd Estes, of Oakland University, served as Discussion Leader for the weekend, facilitating sessions focusing on Jefferson’s ideas and writings during the American Revolution and presidency, in which teachers discussed the evolution of his political thought, and the complexity of his character as expressed through his ideas and, as president, his policies.

Teachers visited Monticello on Saturday, 18 March, where they toured the grounds and house, where they were able to see expressions of Jefferson’s mind at work in the many artifacts, art, and fascinating household gadgets he’d created and collected throughout his life there.

Love of history and an interest in helping young people drew Jotwan Daniels away from a planned business career and into high school teaching. He also hoped to improve on the teaching method his own teachers had used. “They viewed students as baby birds: they digested material and regurgitated it for our consumption.” Consequently, “we retained historical concepts long enough to pass the test, then forgot them. They were brokers of knowledge; I want to facilitate learning,” Daniels says.

Daniels uses the approach Teaching American History (TAH) encourages: guiding students’ conversations about primary documents. He asks students to read several accounts of one event and then draw their own conclusions. “Reading primary documents allows students to ask questions of themselves, ask questions of each other, and ultimately ask questions of history,” Daniels says.

A TAH weekend colloquium on World War I introduced Daniels to primary documents he would later use in his classroom. He enjoyed discussing these texts with the facilitator: Professor Jennifer Keene, a historian at Chapman University and a visiting faculty member in the Masters of Arts in American History and Government (MAHG) program at Ashland University. Instead of lecturing, Keene guided the teachers in discussing readings on the experience of soldiers in the war and of Americans on the home front. Even so, Daniels felt he “really benefited from Keene’s expertise. I also enjoyed bouncing ideas off of other teachers on how we might use the documents to recreate the colloquium for our own students.”

Daniels wrote a lesson plan based on the colloquium, tested it with his students at Summit High School in Frisco, Colorado, and then contacted Teaching American History Program Manager Jeremy Gypton to report that the lesson went very well.

He used documents highlighting the African American soldier’s experience. Students first read President Wilson’s speech announcing America’s entrance into the war, calling it a fight to “make the world safe for democracy.” Then they read an editorial in the NAACP journal Crisis by W. E. B. Dubois, who urged black men to enlist. Finally they read a letter sent to Dubois by one of those who enlisted and fought in France.

African American Sergeant Charles Isum had been quartered in a French family’s home, treated as an honored guest and invited to social events. Accepting these invitations, as Isum told Dubois, brought his arrest by American military police, who had forbidden fraternization between the black soldiers and the French locals. After the French protested, Isum was released and a threatened court martial hearing was dropped.

To provide extra historical background, Daniels showed students a video on the 369th infantry regiment—an African American force sent to fight under the command of the French. Dubbed “hellfighters” by the Germans they fiercely combatted, they captured a key railroad junction during the Meuse-Argonne offensive. Upon returning home to New York City, the “Harlem Hellfighters” were honored with speeches and parades.

Nevertheless, their heroic service did not lead, as Dubois had hoped, to better economic opportunities and recognition of civil rights for African Americans. The case of Corporal Henry Johnson, who with another soldier repulsed a surprise German attack on a bridge held by US forces, illustrates the stubborn African American reality after World War I. Johnson was awarded the highest French military honor—the Croix de Guerre—and personally welcomed home by New York Governor Al Smith. Yet he died young, poor and alone, his injuries having left him unable to support himself.

“The students I teach are still innocent,” Daniels said, “so they were shocked by what they read. But our conversations around these documents were amazing.” To prepare for discussion, students worked in pairs on a silent “collaborative annotation” exercise. They pasted copies of the documents to butcher-block paper and then wrote comments around them. “One student’s annotation would prompt a written response from his partner.” Having processed the documents silently, all were ready to join the conversation that followed.

Later, students returned to the butcher-block paper to complete a Venn diagram. Inside one circle they noted African American soldiers’ experience in France; inside the other they wrote about these soldiers’ experience in America. In the overlap between the circles they noted conditions the soldiers experienced in both countries. This exercise helped students articulate the ways that racist attitudes blinded many Americans to what the French recognized as heroic service.

Daniels believes that reading the testimony of the past, even when it shows American failures, does not teach cynicism about the American future. “History can be a little sad,” Daniels says. “But if students understand the historical background of current events, they may be better able to devise solutions to those problems today.”

Troops from the 396th Infantry Regiment, the Harlem Hellfighters.

Jotwan Daniels teaches American history at Summit High School in Frisco, Colorado.

This last weekend 18 teachers came to Alexandria, Virginia for a Liberty Fund Colloquia on George Washington. Topics of conversation considered Washington’s early life and the beginning of the Revolution and his advocacy for Federalism and Republicanism. Teachers discussed the complexities of his first and second Presidencies, and the difficulty of setting new precedents while always remaining committed to the limits set forth within the Constitution. We spoke at great length of Washington’s virtue, integrity, character and commitment to his nation. Washington set for the standard by which all future Presidents were and are judged. After a long day of thoughtful discussion, teachers toured the Mount Vernon estate and the Presidential Museum.

Eighteen teachers from across the United States gathered in Springfield, IL, from 9-11 September to study Abraham Lincoln’s public life, through a broad selection of readings representing his early political career, the Lincoln-Douglas Debates, and the phases of his presidency. Led by Dr. Joe Fornieri, teachers took part in six 90-minute discussion sessions throughout the weekend, and also visited the historic Lincoln Home and Lincoln Museum, both in Springfield.

TAH.org hosted two Colloquia the weekend of August 12-14: James Madison: The Father of the Consitution at Montpelier and John F Kennedy: The New Frontier in Quincy, Massachusetts.

No single person contributed more to the constitutional mind of America than James Madison. Through his contributions to the U.S. Constitution, Madison shaped this republican form of government. Professor Chris Burkett, of Ashland University, led the conversation as teachers explored readings on religious liberty, the Federalist Papers, Bill of Rights and Madison’s final advice to his country. Participants enjoyed a three hour tour of Montpelier and its beautiful grounds.

Professor Stephen Knott, of the Naval War College, chaired the Weekend Colloquium on President John F. Kennedy, the nation’s youngest elected President. This colloquium examined Kennedy’s brief presidency, including his Cold War policies toward the Soviet Union, Cuba, Berlin and Vietnam, his domestic initiatives on civil rights; as well as his lasting impact on the office of the presidency. Teacher visited the John F. Kennedy Presidential Library and Museum as well.

This last weekend, Aug 5th-7th, TeachingAmericanHistory.org conducted two Weekend Colloquia at Historic Sites for forty-five teachers from across America.

Professor Steve Knott, with the Naval War College, chaired the colloquia on “John Adams: Founding Vice President and President” in Quincy, Massachusetts. John Adams had a lengthy and illustrious career, spanning over 40 years in public service. This weekend’s conversation focused on “The First Vice President” “Adams, Washington, Jefferson and Hamilton”, “President John Adams” and the last session discussed “The Election of 1800 and It’s Aftermath.” Teachers also enjoyed a private tour of United First Parish Church, where John Adams and John Quincy Adams are buried, as well as tours of the Adams Homestead.

Ashbrook Teachers tour the United First Parish Church in Quincy, MA, where John Adams and John Quincy Adams are buried.

Professor Peter Myers, with the University of Wisconsin-Eau Claire, led the colloquia on “Civil Rights in America” in Atlanta, Georgia. Teachers delved into primary documents that covered topics such as “Civil Rights: the Prologue” “The Turning Point: Brown v Board of Education” “The Civil Rights Movement: Victory and Division” and the “Post Civil Rights Era.” Participants toured the Center for Civil and Human Rights for several hours.

Ashbrook Teachers outside the Center for Civil and Human Rights in Atlanta, GA.

Teachers from California to Massachusetts gathered in New Orleans, Louisiana, from 22-24 July to learn about the historic Yalta Conference of February 1945, in which the stage was set for much of the geopolitical boundaries and balance for the latter half of the 20th Century. Teachers participated in a weekend-long documents-based simulation in which each person played the role of a participant in the conference, using primary documents to promote the causes of their delegation and seek to achieve individual goals, as well. The program also included a visit to the National World War 2 Museum, and a viewing of the outstanding Beyond All Boundaries film.

This past weekend, July 22-24, TeachingAmericanHistory.org and the Ashbrook Center hosted two Weekend Colloquia in Charlottesville, VA on Thomas Jefferson. Professor Eric Sands of Berry College, chaired a Colloquia on The Politics of Thomas Jefferson while Professor Robert McDonald of the U.S. Military Academy, led a Colloquia on Thomas Jefferson and Education.

Thomas Jefferson believed that “if a nation expects to be ignorant and free, it expects what never was and never will be.” One group focused on only on Jefferson’s education and his plans for educational reform in Virginia but also his founding of the United States Military Academy in 1802 and the University of Virginia in 1819.

Dr. Sands facilitated conversation that centered on Thomas Jefferson and Politics, which considered topics as the Constitution, Race, Religious Freedom, Education and his lasting legacy. Participants enjoyed an afternoon tour of Monticello which was in full bloom with spring tulips. After dinner Dr. McDonald delighted everyone with a tour of the University of Virginia to discuss Jefferson’s architectural designs.

The weekend of June 17th-19th, teachers from around the country convened in Lexington, Kentucky for a TAH.org Weekend Colloquia on Henry Clay. This colloquium focused on Henry Clay’s extensive career and statesmanship during America’s antebellum period. As Speaker of the House he assumed a leading role in public affairs only relinquished with his death in 1852. Clay earned a reputation for fashioning political compromise, soothed sectional tensions and attempted to preserve the Union. Educators visited The Ashland Estate, Henry Clay’s home and enjoyed an entertaining dinner visit with Henry Clay (re-enactor George McGee) who challenged Professor Dan Monroe to a duel.

Seventeen teachers, ranging from California to New York, joined TAH.org andDr. David Krugler of the University of Wisconsin-Platteville in Austin, Texas, for a weekend colloquium about President Lyndon Johnson’s handling of the Vietnam War. The program included a visit to the LBJ Library and Museum, and discussion sessions aimed at gaining a deeper understanding of LBJ’s reasons for war, escalation, strategy for the conflict, and the impact of anti-war protests on him and American policy. In addition to the reading packet, which can be downloaded here, Dr. Krugler recommended both Patriots: The Vietnam War Remembered From All Sides, and for a thoughtful survey of American foreign policy, Promised Land, Crusader State: The American Encounter with the World Since 1776.

TAH.org hosted a group of teachers from across the country at the Ronald Reagan Presidential Library and Museum in Simi Valley, CA, 8-10 April 2016. Reagan’s policies, ideas, and the crises he faced were discussed through a series of primary documents. Teachers were also able to visit the Reagan Library and Museum and take part in a two-hour presidential decision-making simulation, in which each person played the role of someone in Reagan’s leadership team or the media. The simulation challenged teachers to work through multiple policy and media crises, and utilized real-time simulated communications, news stories, and Situation Room information flow.

The discussion leader for the weekend was Dr. Joe Postell of the University of Colorado, Colorado Springs.

18 teachers from across the country gathered in Springfield, IL, April 1-3, to deepen their knowledge of Abraham Lincoln at our latest Liberty Fund co-sponsored weekend colloquium. Discussion sessions focused on Lincoln’s early public life, his election in 1860, and his handling of the many issues, challenges, and crises associated with sectionalism, the Civil War, and Reconstruction. Special emphasis was placed on Lincoln’s keen legal thinking, his deep respect for the traditions of the Founding – especially those embodied in the Declaration of Independence – and the evolution of his ideas and solutions over time.